Backbenched now (Embrace Civility, home page, 2016.05.25), but well worth looking over: "Cyber Savvy is a student-led, positive norms approach to teach upper intermediate, middle, and high school students (grades 5 - 12) about digital safety, including effective digital decision-making, safe posting of personal information, digital relationships, social networking, cyberbullying, and digital dating/exploitation. The schools that have used this program in the pilot testing have been very pleased with the results" (Cyber Savvy, ¶1, 2016.05.25).
This OLC Institute post suggested three purposes and provided numerous examples of social media implementation and integration that may serve to "support learning in online courses" (2016.05.17, ¶3, ff.), namely:1. Amplifying the physical and psychological engagement of learners (Engagement using social media, ¶1);2. Providing instruction to "increase teaching effectiveness and enhance learning outcomes" (Instruction involving social media, ¶1); and3. Facilitating access to, and increasing availability of academic, career, and other "support services" (Student support using social media, ¶1).Reference Online Learning Consortium [OLC] Institute for Professional Development. (2016.05.17). Why Should I Learn More about Social Media? [weblog post]. http://onlinelearningconsortium.org/learn-social-media/
In this excerpt, Lowman and Aldrich (2016) suggested strategies for informal conferences with individual students, "preferably during office hours, rather than … after class or on campus" (Just Listen, ¶2). They indicated that the purpose of these sorts of somewhat extended encounters, approximately 10-30 minutes in length (Close the conversation…, ¶1), was empowerment of students to "better understand their situation[s], consider … wider range[s] of options, and make their own decisions about their future[s]" (Just Listen, ¶2). Their suggestions highlighted: active listening, (re-)focusing, moderating distress, avoiding giving advice, closing, and recommending follow-ups for student conferences.Lowman, Joseph; & Aldrich, Howard. (2016). Just Listen. National Teaching & Learning Forum, 25, 1–3. http://onlinelibrary.wiley.com/doi/10.1002/ntlf.30054/full [doi: 10.1002/ntlf.30054]
"The ARCS motivational design process is a systematic problem solving approach that requires knowledge of human motivation and progresses from learner analysis to solution design" (Keller's ARCS Model of Motivational Design, ¶1, 2016.05.13).
Professional learning networks created through social networking, like Twitter, can provide these opportunities. However, collaborative conversations alone are often not enough to promote teacher learning and change. Teachers must try complex innovations in their classroom and reflect upon these implementations in order to extract from experience the knowledge that leads to improved teaching (Ladewski, Krakcik, & Harvey, 1994).
"The National Writing Project focuses the knowledge, expertise, and leadership of our nation's educators on sustained efforts to improve writing and learning for all learners" (Our Mission, ¶1, 2016.05.02).
"This book is designed to provide useful information for living in Japan to overseas researchers under JSPS’s Postdoctoral Fellowships for Foreign Researchers and Invitation Fellowships for Research in Japan programs. It is normally sent to newly selected JSPS Fellows along with their Award Letter."
"This paper starts with a discussion of definitions of social capital, then turns to issues in measurement, and finally, presents some evidence on the consequences of social capital" (¶ 1 [PDF]).
Putnam, R. (2001). Social capital: Measurement and consequences. Canadian Journal of Policy Research, 2(1), 41-51. Retrieved from https://search.oecd.org/edu/innovation-education/1825848.pdf
But is this really what we want? And who should get access to such combined data? For starters, course faculty should not have access to students' academic backgrounds and performance outside of their courses, as such information could easily bias grading decisions.9 On the reverse side of the coin, university administrators should not have access to individual course grading data, as it is not their business to interfere with faculty conducting their courses.
In the case of learning analytics, the personal touch — supported by the data collected about students — could make the real difference in their success.
Kortmann, Bernd, & Lunkenheimer, Kerstin (eds.). (2013).
The Electronic World Atlas of Varieties of English.
Leipzig: Max Planck Institute for Evolutionary Anthropology.
(Available online at http://ewave-atlas.org, Accessed on 2016-04-05.)
"This policy paper, released for International Mother Language Day, argues that being taught in a language other than their own can negatively impact children’s learning. It shows the importance of teacher training and inclusive
supporting materials to improve the learning experience of these children, and provide them with a resilient path of achievement in life" (¶3).
Takaki, N., & Laskowski, T. (2002). An on-going study investigating teacher thinking of JTEs: A tale of two teaching cultures. In M. Swanson & D. McMurray (Eds.), _JALT2001 Conference Proceedings_. Tokyo, JP: JALT.
Sato, K., Takaki, N., Okada, C., Takahashi, K., Yamashita, R., & Serikawa, H. (2005). Lifelong Teacher Learning through a Collaborative Study Group. In K. Bradford-Watts, C. Ikeguchi, & M. Swanson (Eds.), _JALT2004 Conference Proceedings_. Tokyo, JP: JALT.
Sato, K., Cholewinski, M., Cornwell, S., Heigham, J., Kiyokawa, S., & Takaki, N. (2007). Communities of supportive professionals: Creating a teacher learning community through professional development. In K. Bradford-Watts (Ed.), _JALT2006 Conference Proceedings_. Tokyo: JALT.
The ETR editorial team defines it as "a set of competencies that enable people to analyze, evaluate, and create messages in a wide variety of media modes, genres, and formats" (¶1, 2016.03.30), then draws on a P21 framework and two videos to amplify that definition.
"Though the specifics vary across programs, international applicants should ensure that they meet all their requirements and apply to a school that caters to students from overseas by taking these five considerations into account" (¶3).
"Looking Back: This Past Year after the Earthquake is a collection of accounts written by the students of Rikuzentakata City Kesen Junior High School in 2012, one year after the 3.11 Great Eastern Japan Earthquake. In its original Japanese form it was distributed to the families of the children, Rikuzentakata City Hall, and the local library. "
"Long pauses can make speech difficult to understand, but short pauses can be highly beneficial. This is shown in a new doctoral thesis in linguistics from the University of Gothenburg."University of Gothenburg. (2015, September 30). Pauses can make or break a conversation. ScienceDaily. Retrieved March 18, 2016 from www.sciencedaily.com/releases/2015/09/150930110555.htmThe actual dissertation is here: http://hdl.handle.net/2077/39346
For our learners and scholars, "connecting the dots" is critical. Scholars from multiple disciplines may need to collaborate to find answers to "grand challenge" questions such as those affecting the environment or health issues.
W3Schools Online Web Tutorials (W3Schools.com) sported a banner claiming to be "the world's largest web developer site" (2016.03.12). It included numerous examples, tutorials, and references for web page development.
When he finally cuts to the chase, Anderson posits, "[T]he superordinate category should not be ‘TESOL’, and definitely not ‘TEFL’, but ‘TEAL’ – Teaching English as an Additional Language," which is exactly what I was thinking when I started reading his post.
He never learned his parent’s native language of Japanese, and they never encouraged him to do so. To his chagrin, he didn’t learn Spanish, either. He wants to ensure that students in his district don’t lose part of their cultural heritage as he did.
Posted from Diigo. The rest of my favorite links are here.
Excerpt from Chapter 1, The Politics of Language (Phipps & Gonzalez, 2004)
Phipps, Alison, and Gonzalez, Mike. (2004). Modern Languages: Learning and Teaching in an Intercultural Field. London, UK: Sage Publications.
powerful languages of the world may express national identities, or they may be the medium for the expression of other collective identities distinct from or even in conflict with the nation
Absorption and incorporation may be the preferred option for the powerful; for others – the majority, we suspect – the plurality and diversity of human expression, even within the world’s most powerful languages, is what the intercultural approach, moving from language learning to languaging, can both celebrate and encourage
It is therefore our task in the next chapter to begin to discover a way forward, to find theory and method sufficient to the task of creating critical dispositions for languaging and being intercultural
Posted from Diigo. The rest of my favorite links are here.
"The good news is that phrasal verbs are one of the easiest aspects of English, provided you can get your students to make the necessary mind shift. Unlike Latinate vocabulary, as components of a flexible system, they can be GENERATED. It is thanks to their potential ambiguity that they can be used so creatively, forming much of the basis of English humour" (¶7).
"This article provides research guidelines for authors intending to sub-mit their manuscripts to TESOL Quarterly. These guidelines includeinformation about the TESOL Quarterly review process, advice on converting a dissertation into a research article, broad introductions to a number of research methods, and a section on research ethics." (Abstract)
Murphey, T., & Sasaki, T. (1998). Japanese English teachers' increasing use of English. The Language Teacher, 22(10), 21-24, 30. http://jalt-publications.org/tlt/articles/2380-japanese-english-teachers-increasing-use-english
pab teaches people, and learns from and with them. He strives to enhance their computer skills and cultural appreciation, as well as their listening, speaking, reading, and writing skills; he also strives to promote both learners' and teachers' personal and professional development.